Robert Frost Junior High School - ed

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U.S. Department of Education

2011 - Blue Ribbon Schools Program

A Public School

School Type (Public Schools):

(Check all that apply, if any) Charter

Title 1

Magnet

Choice

Name of Principal: Dr. Paul Goldberg

Official School Name: Robert Frost Junior High School

School Mailing Address: 320 W Wise Rd

Schaumburg, IL 60193-0000

County: Cook State School Code Number: 050160540041012

Telephone: (847) 357-6800 E-mail: [email protected]

Fax: (847) 357-6801 Web URL: http://frost.sd54.org/

I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I

- Eligibility Certification), and certify that to the best of my knowledge all information is accurate.

_________________________________________________________ Date _____________________

(Principal’s Signature)

Name of Superintendent*: Mr. Edward Rafferty Superintendent e-mail: [email protected]

District Name: Schaumburg CCSD 54 District Phone: (847) 357-5000


- Eligibility Certification), and certify that to the best of my knowledge it is accurate.

_________________________________________________________ Date _____________________

(Superintendent’s Signature)

Name of School Board President/Chairperson: Mrs. Karen Strykowski


- Eligibility Certification), and certify that to the best of my knowledge it is accurate.

_________________________________________________________ Date _____________________

(School Board President’s/Chairperson’s Signature)

*Private Schools: If the information requested is not applicable, write N/A in the space.

The original signed cover sheet only should be converted to a PDF file and emailed to Aba Kumi, Blue Ribbon Schools Project

Manager ([email protected]) or mailed by expedited mail or a courier mail service (such as Express Mail, FedEx or UPS) to Aba

Kumi, Director, Blue Ribbon Schools Program, Office of Communications and Outreach, U.S. Department of Education, 400

Maryland Ave., SW, Room 5E103, Washington, DC 20202-8173.

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PART I - ELIGIBILITY CERTIFICATION 11IL6

The signatures on the first page of this application certify that each of the statements below concerning

the school’s eligibility and compliance with U.S. Department of Education, Office for Civil Rights (OCR)

requirements is true and correct.

1. The school has some configuration that includes one or more of grades K-12. (Schools on the

same campus with one principal, even K-12 schools, must apply as an entire school.)

2. The school has made adequate yearly progress each year for the past two years and has not been

identified by the state as "persistently dangerous" within the last two years.

3. To meet final eligibility, the school must meet the state's Adequate Yearly Progress (AYP)

requirement in the 2010-2011 school year. AYP must be certified by the state and all appeals

resolved at least two weeks before the awards ceremony for the school to receive the award.

4. If the school includes grades 7 or higher, the school must have foreign language as a part of its

curriculum and a significant number of students in grades 7 and higher must take the course.

5. The school has been in existence for five full years, that is, from at least September 2005.

6. The nominated school has not received the Blue Ribbon Schools award in the past five years:

2006, 2007, 2008, 2009 or 2010.

7. The nominated school or district is not refusing OCR access to information necessary to

investigate a civil rights complaint or to conduct a district-wide compliance review.

8. OCR has not issued a violation letter of findings to the school district concluding that the

nominated school or the district as a whole has violated one or more of the civil rights statutes. A

violation letter of findings will not be considered outstanding if OCR has accepted a corrective

action plan from the district to remedy the violation.

9. The U.S. Department of Justice does not have a pending suit alleging that the nominated school

or the school district as a whole has violated one or more of the civil rights statutes or the

Constitution’s equal protection clause.

10. There are no findings of violations of the Individuals with Disabilities Education Act in a U.S.

Department of Education monitoring report that apply to the school or school district in question;

or if there are such findings, the state or district has corrected, or agreed to correct, the findings.

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PART II - DEMOGRAPHIC DATA 11IL6

All data are the most recent year available.

DISTRICT

1. Number of schools in the district: 22 Elementary schools

(per district designation) 5 Middle/Junior high schools

0 High schools

0 K-12 schools

27 Total schools in district

2. District per-pupil expenditure: 12293

SCHOOL (To be completed by all schools)

3. Category that best describes the area where the school is located: Suburban

4. Number of years the principal has been in her/his position at this school: 4

5. Number of students as of October 1, 2010 enrolled at each grade level or its equivalent in applying

school:

Grade # of Males # of Females Grade Total

# of Males # of Females Grade Total

PreK 0 0 0 6 0 0 0

K 0 0 0 7 170 152 322

1 0 0 0 8 147 130 277

2 0 0 0 9 0 0 0

3 0 0 0 10 0 0 0

4 0 0 0 11 0 0 0

5 0 0 0 12 0 0 0

Total in Applying School: 599

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6. Racial/ethnic composition of the school: 1 % American Indian or Alaska Native

14 % Asian

7 % Black or African American

14 % Hispanic or Latino

3 % Native Hawaiian or Other Pacific Islander

58 % White

3 % Two or more races

100 % Total

Only the seven standard categories should be used in reporting the racial/ethnic composition of your

school. The final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic data to the U.S.

Department of Education published in the October 19, 2007 Federal Register provides definitions for

each of the seven categories.

7. Student turnover, or mobility rate, during the 2009-2010 school year: 6%

This rate is calculated using the grid below. The answer to (6) is the mobility rate.

(1) Number of students who transferred to

the school after October 1, 2009 until

the end of the school year.

12

(2) Number of students who transferred

from the school after October 1, 2009

until the end of the school year.

21

(3) Total of all transferred students [sum of

rows (1) and (2)]. 33

(4) Total number of students in the school

as of October 1, 2009 582

(5) Total transferred students in row (3)

divided by total students in row (4). 0.06

(6) Amount in row (5) multiplied by 100. 6

8. Percent limited English proficient students in the school: 8%

Total number of limited English proficient students in the school: 45

Number of languages represented, not including English: 30

Specify languages:

Spanish, Polish, Gujarati, Korean, Arabic, Bulgarian, Urdu, Pilipino (Tagalog), Hindi, Japanese,

Mandarin (Chinese), Panjabi (Punjabi), Bosnian, Farsi (Persian), Italian, Russian, Tamil, Telugu

(Telegu), Albanian, Gheg Assyrian (Syriac, Aramaic), Cambodian (Khmer), Ibo/Igbo, Lithuanian,

Malayalam, Nepali, Romanian, Turkish, Ukrainian, and Vietnamese.

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9. Percent of students eligible for free/reduced-priced meals: 13%

Total number of students who qualify: 75

If this method does not produce an accurate estimate of the percentage of students from low-

income families, or the school does not participate in the free and reduced-priced school meals

program, supply an accurate estimate and explain how the school calculated this estimate.

10. Percent of students receiving special education services: 14%

Total number of students served: 82

Indicate below the number of students with disabilities according to conditions designated in

the Individuals with Disabilities Education Act. Do not add additional categories.

6 Autism 0 Orthopedic Impairment

0 Deafness 11 Other Health Impaired

0 Deaf-Blindness 43 Specific Learning Disability

5 Emotional Disturbance 11 Speech or Language Impairment

0 Hearing Impairment 0 Traumatic Brain Injury

4 Mental Retardation 2

Visual Impairment Including

Blindness

0 Multiple Disabilities 0 Developmentally Delayed

11. Indicate number of full-time and part-time staff members in each of the categories below:

Number of Staff

Full-Time

Part-Time

Administrator(s) 2

0

Classroom teachers 22

0

Special resource teachers/specialists 29

0

Paraprofessionals 10

7

Support staff 7

7

Total number 70

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12. Average school student-classroom teacher ratio, that is, the number of students in the school

divided by the Full Time Equivalent of classroom teachers, e.g., 22:1: 27:1

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13. Show the attendance patterns of teachers and students as a percentage. Only high schools need to

supply graduation rates. Briefly explain in the Notes section any student or teacher attendance rates

under 95% and teacher turnover rates over 12% and fluctuations in graduation rates.

2009-2010 2008-2009 2007-2008 2006-2007 2005-2006

Daily student attendance 95% 95% 96% 96% 96%

Daily teacher attendance 96% 95% 96% 96% 95%

Teacher turnover rate 9% 11% 17% 5% 6%

High school graduation rate 0% 0% 0% 0% 0%

If these data are not available, explain and provide reasonable estimates.

In 2007-2008, a total of six teachers did not return; two teachers retired and one teacher was a visiting

teacher from Spain who had a one-year commitment to teach in the United States. This caused the

teacher turnover rate to be more than 12 percent that year.

14. For schools ending in grade 12 (high schools): Show what the students who graduated in Spring 2010

are doing as of Fall 2010.

Graduating class size: 0

Enrolled in a 4-year college or university 0 %

Enrolled in a community college 0 %

Enrolled in vocational training 0 %

Found employment 0 %

Military service 0 %

Other 0 %

Total 0%

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PART III - SUMMARY 11IL6

The mission of Frost Junior High School is “In order to prepare students for success beyond junior high

school, Frost works collaboratively to create a positive culture that supports and enriches student

achievement.” Our mission and vision provide us clear direction to achieve results. Our vision states:

• As an exemplary school, we recognize the importance of individual student learning and

achievement.

• As an exemplary school, we recognize that collaboration is vital to our success.

• As an exemplary school, we believe that a positive culture is important in order to facilitate

learning and promote the current and future success of our students.

• As an exemplary school, we establish positive relationships with families, corporations and

organizations.

Frost serves about 600 students in seventh and eighth grades in Schaumburg, Illinois, located 25 miles

west of Chicago. We have a diverse population with 58% White, 14% Hispanic, 14% Asian, 7% Black, 3

percent Native Hawaiian or Other Pacific Islander, 1% American Indian or Alaskan Native and 3%

multiracial students. The demographics have changed over the past 10 years (for example, the student

population was only 75% White in 2000).

Our school is diverse in many other ways. More than 30 different languages are spoken in the homes of

our families, 45 students are English Language Learners, 75 students qualify for free and reduced lunch,

and 82 students receive special education support. These numbers have changed as well. Our low income

population has risen from 2.8% in 2000 to 11.7% in 2010. Our percentage of English Language Learners

has risen from 2.4% in 2000 to 7.9% in 2010.

We celebrate our diversity and are a better school for it. Regardless of their backgrounds, we firmly

believe that all Frost students will learn at high levels. A consistent and viable curriculum exists in all

content areas and systems of support are layered across every element of the school to ensure this occurs.

Struggling readers are provided targeted literacy intervention beyond the core block. Students working

toward proficiency in math receive targeted support on a daily basis in guided math groups. Tiered layers

of support are provided to assist students in homework completion. A timely, targeted and systematic

intervention and enrichment plan is incorporated into the daily schedule to provide support on our

essential outcomes across many content areas. Social-emotional and behavior systems and interventions

are implemented consistently throughout the school to ensure universal behavior expectations are met and

to provide secondary and tertiary supports for students who need small group and one-on-one supports.

These layers of support have enabled us to increasingly work toward ensuring the success of every

student at Frost.

We have established a positive and collaborative culture where collaborative team members work

interdependently to achieve common goals. The goals are focused on high levels of learning for all

students. Frost is the only 95-95-95 school in our district, meaning 95 percent of our students met or

exceeded state standards on the Illinois reading, math and science assessments in 2010.

We believe strongly in recognizing our students, staff and community for their many accomplishments.

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Frost has adopted Positive Behavioral Interventions & Supports (PBIS) – a proactive, schoolwide system

that teaches appropriate behavior throughout the school. Students receive tickets when they demonstrate

our “Spartan Standards” which are the universal expectations of behavior to “Be Safe, Be Respectful, and

Be Responsible.” Students are also acknowledged on a regular basis with Character Counts! Awards for

demonstrating the “Six Pillars of Character.”

Frost administrators recognize teachers for supporting students and helping implement our mission and

vision. Teachers also recognize each other, and school volunteers, for promoting our goals and supporting

student success.

Awards, Accomplishments and Recognition:

2010-11 School Year

• Named one of five Evidence of Effectiveness schools by http://allthingsplc.info

• Selected a Top 50 Middle School in Illinois – Chicago Sun-Times

• Recommended to U.S. Secretary of Education Arne Duncan as one of three schools to visit to

observe PBIS implementation

• Selected to present at the local, state and national PBIS conferences

• Illinois Academic Excellence Award (90%of students met or exceeded standards in reading and

math for the three most recent school years on state assessments)

2009-10 School Year

• 95-95-95 School Recognition (95% of students met or exceeded standards in reading, math and

science on state assessments)

• Illinois Academic Excellence Award (90% of students met or exceeded standards in reading and

math for the three most recent school years on state assessments)

• PBIS Implementing Award

2008-2009 School Year

• PBIS Emerging Award

• 90-90 School Recognition (90% of students met or exceeded standards in reading and math on

state assessments)

2007-08 School Year

• 2007 Academic Improvement Award (Awarded for making substantial gains)

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PART IV - INDICATORS OF ACADEMIC SUCCESS 11IL6

1. Assessment Results:

Every student at Frost Junior High participates in national, state, local and school assessments. Frost

students achieve at high levels on all of these assessments. All students take the Illinois Standards

Achievement Test (ISAT) in reading and math. The tables included in this application show the

percentages of students meeting or exceeding state standards on this assessment. The ISAT measures

individual student achievement relative to the Illinois Learning Standards. The results offer one measure

of student learning and school performance. The student’s score is placed in one of the following four

categories:

• Exceeds Standards – Demonstrates advanced knowledge and skills in the subject;

• Meets Standards – Demonstrates proficient knowledge and skills in the subject;

• Below Standards – Demonstrates basic knowledge and skills in the subject; and

• Academic Warning – Demonstrates limited knowledge and skills in the subject.

Information about the ISAT and results can be found at www.isbe.net and http://iirc.niu.edu/.

The number of Frost students meeting or exceeding standards on ISAT has increased from 85 percent in

reading in 2005-06 to 96 percent in 2009-10. In math 92 percent met or exceeded in 2005-06 and now 97

percent meet or exceed standards. With these results, Frost meets the standards of No Child Left Behind.

Frost has made substantial gains with all of our subgroups that were once performing below the school

average. In 2005-06, 86 percent of our Hispanic students met or exceeded state standards in math and 80

percent met or exceeded state standards in reading. In 2009-10, 92 percent of our Hispanic students met

or exceeded state standards in math and 91 percent met or exceeded state standards in reading. We are

proud to state that no gaps exit among any subgroup with Frost in math.

While there was a 10 percentage point difference between our all-school reading results and the results of

our special education students and socio-economically disadvantaged students last year, we have closed

the gap significantly. The number of special education students meeting or exceeding standards in reading

rose to 86% in 2009-12 from 53% in 2008-09, an increase of 33%. Our socio-economically disadvantaged

students improved their reading scores by 11% in one year – from 75% meets and exceeds in 2008-09 to

86% in 2009-10.

Our African American subgroup shows a gap of 13%, however those students improved by 7% from

2008-09 to 2009-10. Our English Language Learners have a gap of 20%, however those students

improved by 17% from 2008-09 to 2009-10. While both groups made significant progress, we will

continue to provide resources and support to further close these gaps.

The substantial gains with students who are in the special education, socio-economically disadvantaged,

ELL or African American subgroups are a result of systems and interventions that support student

learning, such as:

• Students are mainstreamed for all classes. We discontinued self-contained special education and

remedial classes. All students now take classes enabling them to be on track for rigorous high

school courses in preparation for college.

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• Every student reading below grade level is individually scheduled into appropriate core classes

and interventions to ensure proper supports are available. Students needing special education or

English language support are scheduled in specific co-taught classes.

• Students reading below grade level receive targeted support for 40 or 80 minutes beyond the core

curriculum in reading intervention classes.

• Timely, targeted and systematic intervention is available twice a week for students not

demonstrating proficiency in core classes.

• Students receive layered homework interventions. Students with missing assignments attend a

working lunch with teacher support. When this intervention is not enough, students receive a

guided study hall and after-school tutoring to complete assignments. We do not give students 0

grades for late assignments. We expect assignments to be completed. Assignments turned in late

are guaranteed to earn a passing grade.

• Positive behavior supports and systems support all students. These proactive practices have

resulted in a 100% reduction in suspensions and major increases in instructional time.

Every grade, subject and subgroup of students at Frost has made significant academic improvements since

2005-06. We have also achieved substantial growth gains on the Northwest Education Association

Measures of Academic Progress (MAP) test, which allows us to monitor both growth and proficiency

three times each year. Our growth scores in 2009-10 were above the 95th percentile nationwide in seventh

and eighth grade math and reading. Students at Frost are not only performing at high levels, but making

substantial growth. Information from MAP, ISAT and our common assessments guides instruction and

allows us to intervene and enrich lessons to meet the needs of all students.

2. Using Assessment Results:

Frost uses assessment data to drive our school improvement processes. Before school begins in August,

Frost teachers analyze the data from the Illinois Standards Achievement Test (ISAT). Data is

disaggregated to evaluate strengths and areas in need of improvement in teaching and learning.

In addition, staff uses results from an individualized achievement test – Measures of Academic Progress

(MAP) – which District 54 administers three times a year. MAP assists our staff in monitoring student

learning and growth. Students discuss their academic goals related to MAP regularly with their teachers.

Teachers also use this information to flexibly group students for guided reading and guided math

activities to most effectively intervene and enrich students.

Each grade-level team uses the ISAT and MAP results to set departmental SMART (Specific,

Measurable, Attainable, Realistic and Time specific) goals. The results also help drive our common

formative assessments.

Common assessments are the primary way Frost teachers monitor student learning. The process begins

within the Professional Learning Community (PLC) team in each subject area. The teachers from general,

bilingual and special education identify the most important standards to be tested. The 10 to 12 standards

typically identified per trimester are based on the Illinois State Learning Standards and the District 54

Essential Outcomes. Common assessments are developed from these essential outcomes. The goal for

Frost staff is to ensure student learning on all of our essential outcomes in each subject area as measured

by our common assessments.

The cycle begins with teachers creating the common assessment. Each common assessment typically tests

for one to three essential outcomes, with five to seven questions per skill. This ensures the students know

the essential outcome. Teachers implement lesson plans aligned with these standards. After these lessons

have been taught, students take the assessment and teachers analyze the results noting which students

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were proficient and which fell below mastery for each standard. Re-teaching and enrichment days follow

each assessment to ensure students who fell below mastery level receive timely intervention. Teams

consider which skills need to be reinforced and plan how to re-teach the skills. They ask the following

questions: What teacher was most effective in teaching the skill? What teaching strategy was most

effective? How was it taught? What materials will be used to re-teach? How will students be re-assessed?

Following timely intervention, a re-assessment of the essential outcomes is given. This cycle repeats until

all students have reached mastery level.

3. Communicating Assessment Results:

At the beginning of each school year, Frost staff share student assessment data, our curriculum and

essential outcomes, and the goals of the School Improvement Plan with the community through a variety

of events at school.

A parent information night is held before the school year begins which allows our principal, department

chairs and other teacher leaders to share our assessment results and academic goals for the upcoming

school year. We also brief the parents on our curriculum and answer questions about student learning

expectations.

Curriculum Night is an opportunity for parents to tour the building; follow their child’s schedule; and

meet with all of their child’s teachers. The teachers discuss the essential outcomes all students are

expected to know and how the students will be assessed to monitor progress. Similar information is

presented in Spanish.

Student-led conferences typically occur in October and February and allow our students to lead a goal-

setting meeting with their parents and teachers. All involved work together to determine areas for growth

and establish a plan for improvement. The students are largely focused on their academic and MAP

growth when setting goals with their parents and teachers.

Parents also receive regular communication through frequent principal emails, newsletters, website

stories, Parent Teacher Association (PTA) meetings, student grade sheets, and student report cards. The

principal emails the community one to two times per month and frequently provides updates about

common summative assessments, MAP and ISAT results, and student behavior progress.

Our website (http://frost.sd54.org) contains links to the school newsletter, updates from the principal,

morning announcements and the state report card. The report card shares information about student

learning data, demographic, financial and instructional information about the school, district and state.

Our PTA meetings allow for similar information to be shared and explained. We have also focused as a

school on regularly updating our parents about their child’s progress. Our families receive three report

cards and updated grade sheets every month. This allows for regular communication about student

progress. Parents can also view daily blogs on our website that provide additional information about

learning.

Students take an active role in their own learning. At the conclusion of every standardized test and

common assessment, our students either conference with their teacher or participate in a reflective

feedback process. We know that it is essential that our students understand their areas of strength and

where they need to improve.

4. Sharing Lessons Learned:

Frost believes strongly in sharing our strategies and systems with schools everywhere. We work with schools in

our own district on a regular basis to share our strategies and we regularly host visitors from schools and

districts throughout Illinois and around the world from as far away as Taiwan. Our principal and teacher leaders

regularly present at conferences and workshops to help other schools improve. The Frost teachers and

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administrators have been featured presenters at workshops in the areas of Positive Behavior Intervention &

Supports (PBIS), PLC, literacy, MAP implementation, guided math and co-teaching.

• Frost staff has hosted visitors to observe our PBIS systems and presented at state conferences

about the major improvements in student behavior and increases in students remaining in class

and learning. The presentations shared strategies to support student behavior at the Universal,

Secondary and Tertiary levels.

• Frost staff has presented at PLC conferences with Drs. Rick and Becky DuFour to share our

academic systems of intervention and our academic gains in every subgroup. Groups have visited

Frost to learn about our common assessment processes and to observe our PLC teams

collaborating around student learning topics. Frost’s PLC work will be featured in training videos

via Pearson publishing.

• Frost has utilized goal-setting practices to achieve academic growth on the MAP test at the 99th

percentile nationwide. Teacher leaders from Frost have taught our systems and strategies to

educators throughout our district.

• Guided math allows our teachers to utilize small group structures to scaffold instruction for all of

our math students. Frost teacher leaders will be presenting at the NCTM math conference in St.

Louis this year and regularly host guests to observe our guided math practices.

• Our co-teaching systems have enabled us to mainstream all students with special needs and all

students who are English Language Learners (ELL) to achieve unprecedented success. Schools

visit Frost to observe our co-teaching methods, and some of our co-teaching teams have recorded

their methods and strategies for Pearson publishing.

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PART V - CURRICULUM AND INSTRUCTION 11IL6

1. Curriculum:

Dedication and commitment to student success are the driving principles of all staff at Frost. All students

are held to the highest standards and supported to reach their full potential. Best practices of instruction

are implemented in each content area to engage and meet the individual needs of each learner. The

essential outcomes of literacy are embedded throughout each curricular area to develop competent, life-

long readers and writers. Instruction is differentiated through guided groups and practice to support

individual student needs. Our special education and bilingual staff co-teach within classrooms to provide

assistance to all learners. Technology is an invaluable resource that provides assistance to all students.

Students are placed on one of four core teams. All students on a team usually have the same teachers for

math, science and social studies. They each have one of the team’s two language arts teachers. Each team

works together to meet the academic and social emotional needs of each student. Staff members on these

teams also draw upon the support of administration, special education and ELL teachers, reading

intervention teachers, a literacy coach, a psychologist, two social workers and a speech and language

therapist.

Frost ensures that no student is left behind by providing systematic blocks of time where students are

given additional interventions. Students who fall below the 40th percentile, based on the MAP assessment,

are given an additional 40 to 80 minutes of literacy instruction. These reading intervention classrooms

pre-teach essential literacy outcomes which help students build prior knowledge. In addition,

opportunities for support are provided twice a week in the master schedule to core content areas to enable

students to receive timely and systematic intervention and enrichment. Formative assessments help

teachers identify those students who may need additional time and practice on a particular skill. After-

school opportunities are also provided such as reading, math, and science clubs.

A balanced literacy approach to instruction provides the framework to help all students become effective

readers and writers. At Frost, at least 80 minutes a day is devoted to literacy instruction. The curriculum

taught as part of a comprehensive core curriculum was adopted by District 54 in 2006. The research-

based comprehensive literacy series, Language of Literature from McDougal Littell, is the core of the

balanced literacy program. This series supports instruction in the key literacy components: fluency,

vocabulary and comprehension. A balanced literacy approach provides students with daily reading and

writing activities to help them comprehend essential skills and communicate more effectively. Within the

balanced model, students participate in daily shared reading, guided reading, independent reading, read

alouds, word study and writing.

Math teachers guide students to solve problems and continue to develop critical thinking strategies

introduced and developed in elementary school. Students continue developing proficiency in the areas of

number sense, measurement, algebra, geometry and data analysis, as prescribed by both the National

Council of Teachers of Mathematics (NCTM) standards and Illinois Learning Standards. Exemplars and

problem-solving help students apply mathematics to a real-world context. Teachers use a concrete,

representational, abstract instructional approach to build a solid foundation in mathematics. Students are

asked to communicate and justify their mathematical thinking through written and spoken language. A

guided math approach to teaching is also incorporated within each classroom to enhance learning for all

students by providing intervention or enrichment opportunities.

Frost’s science curriculum is an inquiry-based, hands-on learning experience, with instruction provided

from Holt Science & Technology program. The goal is to engage students in the work of a scientist

through exploration, explanation, elaboration and evaluation. Frost’s teachers integrate trade books and

use interactive texts to develop background knowledge and enhance the understanding of scientific

concepts.

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The social science curriculum American Journey by Glencoe/McGraw-Hill provides students with

opportunities to understand historical, economic and political components of the world. Text materials

and simulations provide highly engaging explorations that encourage the study of culture in the context of

real world social science.

Spanish World Language instruction at Frost is driven by the Illinois Foreign Language Standards and is

available to all students. Students are provided with daily opportunities to read, write, listen and speak

Spanish. Interactive classrooms blend language learning and cultural exploration to prepare students for

the global workforce. Avancemos, the Spanish textbook, is supplemented with a variety of technological

and cultural resources such as ProQuest and United Streaming. At Frost, 169 students are enrolled in

Spanish I and 167 students are enrolled in Spanish II.

Daily physical education and health instruction provide students with the knowledge and ability needed to

maintain active, healthy lifestyles. Instruction is differentiated to student needs, abilities and interests.

Fine arts instruction further develops the cultural knowledge and skills of Frost students. Elective course

offerings provide students with the opportunity to explore a variety of fine arts including art, music,

orchestra, choir, band and media production.

2. Reading/English:

Frost has a balanced literacy philosophy that meets the needs of all learners with high expectations for

success. Our focus includes shared, guided, independent reading, word study and writing. The ultimate

goal is for all readers and writers to become proficient and successful.

Shared reading and read alouds are instructional approaches where the teacher models strategies and

skills. Students are introduced to a variety of genres and texts to help strengthen their skills as readers. At

the junior high level, we follow a roadmap that includes selections that focus on our district essential

outcomes and Illinois Learning Standards. Teachers model reading strategies to increase reading

comprehension, vocabulary and fluency. Students react and reflect through meaningful conversations that

allow the teacher to assess their learning.

A critical component of balanced literacy is guided reading. Students work daily in small, flexible groups

facilitated by the teacher at the student’s instructional reading level. This gives students an opportunity to

apply the strategies they know to new text with the teacher providing support. As students begin to

analyze text, they increase their ability to improve their comprehension, vocabulary and word analysis

skills. At-risk students receive targeted instruction on a daily basis in guided reading.

Through independent reading, students continue to apply reading strategies and skills. The books and

materials chosen are at a reading level that students can comprehend while expanding vocabulary and

instilling an intrinsic enjoyment for reading as they gain meaning.

Writing is essential for good communication. The teacher models and demonstrates the process of putting

ideas into written language using a variety of mini-lessons that focus on the writing process. The learners

develop their ideas to write multiple paragraphs. Students are given opportunities to engage in purposeful

writing using narrative, expository and persuasive structures to communicate for a variety of purposes.

Frost provides a variety of ways for students to become proficient readers and writers. Students are

introduced daily to a variety of texts that promote comprehension. Whether they are working in a small

group or receiving direct instruction in a large group setting, students are challenged to become better

readers, writers and thinkers. As our students look to the future, they see the value in reading and writing

as lifelong skills that promote and encourage success. Frost’s balanced literacy approach ensures all

students’ needs are not only met, but that students are pushed to achieve high standards.

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3. Mathematics:

Math instruction at Frost is based on the Holt McDougal-Littell Middle School and High School

Mathematics program. This curriculum allows all students to experience a full year of algebra.

Seventh-grade students are placed in a pre-algebra class, an accelerated pre-algebra class or an

accelerated algebra I class. Eighth-grade students are placed in an algebra class, an accelerated algebra I

class or an accelerated geometry class.

The geometry class is aligned with the freshman high school course. Teachers use the same book and

assessments. High school staff trained the junior high teachers to implement this class with the same rigor

as the high school. Students taking the high school level class at Frost have access to more AP classes in

mathematics during high school.

The mathematics department regularly articulates with the high schools that eighth-grade students will

attend to continually improve instruction.

Frost students receive 60 minutes of math daily. There are no remedial or lower level classes. However,

resource teachers co-teach pre-algebra and eighth grade algebra classes. All math classes follow a guided

math model ensuring that students receive individualized and differentiated instruction daily.

Pre-assessments are administered at the start of each unit. The results of these assessments coupled with

MAP data enables teachers to accurately group students based on need. Whole group instruction takes

place during the first half of each class. Guided math occurs during the second half. During guided math,

students work independently or in teacher-directed small groups. At-risk students receive explicit,

scaffolded instruction from the teacher during this time.

At the end of each unit, math PLCs analyze assessment results and determine which strategies were most

effective. Students who did not show mastery of the essential skills will be re-taught using the strategies

discussed by the PLC. Students who were proficient will participate in enrichment activities. Setting time

aside for intervention and enrichment ensures that students are not missing new instruction while being

re-taught. Constant evaluation of student data prevents students from being tracked throughout their

junior high experience

Math teachers meet with students several times a trimester to set individual goals for improvement and

discuss strategies for achieving these goals. During this time, teachers and students discuss MAP results

to see where progress has been made and which areas need improvement. Teachers and students look at

the number sense, geometry, data and probability, algebra, and measurement strands.

4. Additional Curriculum Area:

Holt Science & Technology is the core science program at Frost. Concepts are presented in an age-

appropriate, engaging way that builds on prior knowledge and develops background for students to

participate successfully in a scientific and technological society.

Teachers integrate other curricular areas, in a multidisciplinary approach, into the science classroom.

Teachers collaboratively plan and develop inquiry-based activities that align classroom instruction to

investigations completed during laboratory activities. While engaged in laboratory investigations, students

cooperatively create personal and real-world connections, and have opportunities to debate and research

before making hypotheses or drawing conclusions. Students use the scientific method of inquiry by

collecting data, identifying controlled and experimental variables, designing an experiment and

identifying trends in the data. The seventh-grade science curriculum focuses on inheritance and variation

of traits, molecules to organisms: structures and processes, and structure and properties of matter. In

eighth grade, students learn about human interactions with Earth, energy and transformations,

interactions, stability and change and the solar system, galaxy and universe.

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Frost science teachers participate in the College Board’s Pre-AP: Strategies in Science – Creating a

Learner-Centered Classroom training. Teachers learned specific strategies to address inquiry-based

learning, improve inductive thinking, discern discrepant events and write dynamic problems. By

integrating these strategies into their daily science instruction, teachers provide the foundational skills

necessary for students to be successful in high school science AP courses.

Science teachers also promote an interest in science, technology, engineering and mathematics fields for

adolescent girls through the Girls in Engineering, Math and Science (GEMS) program. The program,

funded by a Motorola grant, applies content and skills learned in the classroom to the interests and

experiences of the participants. Girls investigate crime scenes, discuss forensic evidence, build simple

machines and roller coasters to model laws of physics, and analyze the ingredients of perfume and

develop their own version.

Frost also offers Project Lead the Way, a summer program with the high school district for students

entering eighth grade. This pre-engineering program explores robotics, electronics and drafting and

design software. Frost students also participate in the National Fluid Power Association’s Power Fluid

Challenge sponsored by our community college. Teams of boys and girls built a machine that moved an

objecting using hydraulics. Frost reaches out to community resources to enhance its science instruction

and expose students to science and technology careers.

5. Instructional Methods:

The PLC framework guides all instructional practice taking place at Frost. All teachers have been trained

directly by Drs. Rick and Becky DuFour on PLC and utilize collaborative processes to

• Clarify essential learning outcomes in each subject and grade level.

• Develop common assessments to measure student proficiency levels of essential learning

outcomes in each subject and grade level.

• Provide differentiated supports in the form of intervention or enrichment based on the results of

common assessments.

Students at Frost are encouraged to learn cooperatively, and independently, with assistance from a variety

of adults during large group, small group and independent instruction. The school day is structured with

the knowledge that students receive and process information differently and at varying rates.

Differentiation is imperative. Modifications and accommodations are made for students that are at-risk

and enrichment is provided for students who benefit from extending concepts.

A daily intervention and enrichment block is part of Frost’s master schedule. This provides additional

doses of time and support to students in need of Tier 2 and Tier 3 interventions. This time is also set aside

for enrichment and extension lessons for students demonstrating mastery of grade-level appropriate skills.

Tiered homework interventions are in place throughout the school day to maximize student work

completion.

Data from in-house, district and state assessments is collected and systematically reviewed by all grade-

level teams as teachers provide differentiated supports to meet the needs of each student. All teachers can

identify those students at risk academically by name and the specific area where they need to improve.

Students set specific academic goals in reading and math and reflect upon their progress toward these

goals at regular intervals throughout the year. Furthermore, students’ self-assessment and reflection of

their achievement on common assessments helps increase critical thinking and problem-solving skills,

which ultimately helps students see important connections between their academic careers and lives.

Frost teachers are aware that professional pedagogical toolboxes must include a depth and breadth of

strategies, such as flexible and cooperative grouping and conferring with students on an individual basis,

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as well as small group and whole class direct instruction. The staff at Frost continues to investigate

effective ways to impact student learning and achievement. Teachers continuously improve their

instructional practices by observing their co-workers and other schools. PLCs work together to determine

interesting and valuable ways to model and facilitate students through the learning process.

6. Professional Development:

Frost’s professional staff development program is aligned with its School Improvement Plan. Frost’s

current improvement plan, which was developed by the entire staff, sets forth four goals:

• We will increase student performance in math with an emphasis on math achievement for

students with disabilities and students who receive free or reduced lunch.

• We will increase student performance in reading with an emphasis on reading achievement for

students with disabilities and students who receive free or reduced lunch.

• We will increase student performance in writing.

• Every student in every class will display a predetermined proficiency level on every essential

outcome aligned common assessment.

Frost has a School Leadership Team (SLT) that consists of administrators, staff members and a parent.

The SLT is responsible for supporting the continued education of staff members on the most current

research into the best instructional practices. The SLT also plans and delivers in-service training by

analyzing progress toward the goal of the School Improvement Plan.

The Frost staff has participated in training to become a PLC. A PLC framework consists of building a

solid foundation of collaboratively developed instructional goals and professional values to provide an

opportunity for all students to learn. The SLT utilizes staff development time to create effective and

efficient PLCs. Time is devoted to working together to analyze data and research, to discuss and to

improve instruction in order to make an impact on student achievement. One 90-minute staff development

session occurs each week. This time is used not only for PLCs, but also for the whole staff to come

together to focus on data analysis, differentiation, integrating technology and the understanding of Frost’s

curricular areas. The major staff development areas we have focused on to improve student achievement

are Quantum learning, World of Difference training, co-teaching, PLC, PBIS, guided reading and math,

supporting students who live in poverty, and writing across the curriculum.

Staff also benefits from District 54’s professional development program. This program begins with new

teacher mentoring. It also includes in-district training in terms of in-services and Salary Lane classes, as

well as opportunities to attend out-of-district workshops and conferences. Staff attending workshops

outside of the school building shares new knowledge gained with colleagues.

7. School Leadership:

The mission of Frost is “In order to prepare students for success beyond junior high school, Frost works

collaboratively to create a positive culture that supports and enriches student achievement.” Our mission

was developed collaboratively and drives everything we do at Frost. It mirrors our priorities and guides us

as leaders.

The Frost SLT is composed of our school administrators and teacher leaders representing a multitude of

departments and all grade levels. The primary focus of our SLT is to lead the process of accomplishing

the goals in our School Improvement Plan.

Our SLT led the collaborative process of developing our mission and vision. This was achieved through

collective inquiry into best practices, a thorough analysis of school data, building the capacity of our staff

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to understand its purpose, and consensus building. Our SLT has also implemented interventions and an

enrichment program that is timely, targeted and systematic.

We recognized the need to ensure the success of all of our students. The SLT provides the support and

dedication staff needs to implement changes to accomplish our mission and achieve the goals in our

School Improvement Plan.

Our SLT also understands the importance of a positive school culture and has made staff recognition a

priority. This area was identified through a survey given to all staff. Through their leadership, teams

recognize teachers and students; staff members recognize each other; and administrators regularly

recognize individual staff members, teams, and the whole staff for our many accomplishments (2009 and

2010 Illinois Academic Excellence Award, 95 percent or more students meeting/exceeding standards on

the state assessment in reading and math, PBIS Implementing Award, Ranked in the Top 50 Illinois

Middle Schools, etc). This focus on those who help meet our mission and vision has led to improving

student achievement.

The Frost principal is responsible for supporting the staff, students and community in achieving our

mission and carrying out the goals in our School Improvement Plan. He is responsible for establishing an

environment that allows teachers to teach and students to learn. He commits our time and resources into

the systems and philosophies we believe (and research suggests) will result in improved student learning:

PBIS, PLCs, proactive student problem solving (Response to Intervention), and positive student and staff

morale through recognition. Our principal is responsible for supporting our staff and our community so

we can ensure every student is successful.

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PART VII - ASSESSMENT RESULTS

STATE CRITERION-REFERENCED TESTS

Subject: Mathematics Grade: 7 Test: Illinois Standards Achievement Test

Edition/Publication Year: Yearly Publisher: State of Illinois

2009-2010 2008-2009 2007-2008 2006-2007 2005-2006

Testing Month Mar Mar Mar Mar Mar

SCHOOL SCORES

Meets and Exceeds 97 93 92 94 94

Exceeds 55 46 40 45 34

Number of students tested 278 305 328 322 264

Percent of total students tested 99 98 100 94 94

Number of students alternatively assessed 4 5 1 6 3

Percent of students alternatively assessed 1 2 0 2 1

SUBGROUP SCORES

1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students


Exceeds 18 21 18 15 7


2. African American Students

Meets and Exceeds

75 79 71 81

Exceeds

25 0 24 14

Number of students tested

20 19 17 21

3. Hispanic or Latino Students


Exceeds 29 29 18 24 12


4. Special Education Students


Exceeds 59 15 6 10 6


5. English Language Learner Students

Meets and Exceeds 91 78 74

Exceeds 14 11 6

Number of students tested 22 27 31

6. Asian


Exceeds 60 73 68 65 54


NOTES: For test years 2005-06 and 2006-07, students who were identified as English Language Learners (ELL) were required

to take an alternative test called the Illinois Measure of Annual Growth in English (IMAGE). Beginning in school year 2007-08,

all students, with the exception of students with significant cognitive disabilities who took an alternative assessment called the

Illinois Alternate Assessment, were required to take the ISAT regardless of English proficiency. The lower percent of students

tested in 2006-07 and 2005-06 was due to ELL students taking the state required IMAGE assessment. The state does not count

these students as alternatively assessed.

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Subject: Reading Grade: 7 Test: Illinois Standards Achievement Test


2009-2010 2008-2009 2007-2008 2006-2007 2005-2006


SCHOOL SCORES


Exceeds 37 29 26 23 16





SUBGROUP SCORES



Exceeds 9 7 10 0 0




Exceeds 10 15 5 18 14




Exceeds 15 23 8 7 12




Exceeds 17 13 6 5 3




Exceeds 5 4 0


6. Asian


Exceeds 40 36 41 38 8








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Subject: Mathematics Grade: 8 Test: Illinois Standards Achievement Test


2009-2010 2008-2009 2007-2008 2006-2007 2005-2006


SCHOOL SCORES


Exceeds 54 39 43 51 39





SUBGROUP SCORES



Exceeds 32 19 14 27 22




Exceeds 35 11 20 30 5




Exceeds 35 15 19 30 27




Exceeds 29 7 14 16 9




Exceeds 25 9 6


6. Asian


Exceeds 74 66 55 59 57








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Subject: Reading Grade: 8 Test: Illinois Standards Achievement Test


2009-2010 2008-2009 2007-2008 2006-2007 2005-2006


SCHOOL SCORES


Exceeds 26 13 15 18 12





SUBGROUP SCORES



Exceeds 12 2 0 13 6




Exceeds 15 6 5 15 0




Exceeds 9 0 4 0 3




Exceeds 5 2 0 0 2




Exceeds 7 0 0


6. Asian


Exceeds 35 25 23 21 21








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Subject: Mathematics Grade: 0

2009-2010 2008-2009 2007-2008 2006-2007 2005-2006


SCHOOL SCORES


Exceeds 55 42 41 48 37





SUBGROUP SCORES



Exceeds 24 19 16 19 16




Exceeds 31 18 10 27 10




Exceeds 32 21 18 26 22




Exceeds 44 11 10 12 7



Meets and Exceeds 89 75 73 100

Exceeds 18 10 6 10

Number of students tested 38 59 48 10

6. Asian


Exceeds 66 69 62 62 56







these students as alternatively assessed. In 2005-06, 27 students took the IMAGE and in 2006-07, 31 students took the IMAGE.

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Subject: Reading Grade: 0

2009-2010 2008-2009 2007-2008 2006-2007 2005-2006


SCHOOL SCORES


Exceeds 31 21 21 20 14





SUBGROUP SCORES



Exceeds 10 4 6 5 3




Exceeds 13 11 5 16 7




Exceeds 12 10 6 5 6




Exceeds 11 7 3 3 2



Meets and Exceeds 76 59 47 50

Exceeds 6 2 0 0

Number of students tested 33 54 47 10

6. Asian


Exceeds 38 30 32 30 15







these students as alternatively assessed. In 2005-06, 27 students took IMAGE and in 2006-07, 31 students took IMAGE.

11IL6

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